Reference no: EM133968944
Whole Group Observation
Area of Observation: Where is the observation taking place? (e.g., Outdoor play area, on the see-saw)
Context:
Describe the situation or activity. What was happening before and during the observation?
What were the children doing? How did the interaction begin?
What did you see the children do?
Record exactly what the children did during the observation. Describe their actions, movements, and behaviours clearly and specifically. Note any verbal communication, gestures, facial expressions, or physical interactions with peers, adults, and materials. Avoid interpreting feelings or intentions-focus on observable facts such as what the children said or did, how they moved, and how they interacted with others and their environment.
What did you see the teacher/educators do?
(What did you see families do - if applicable)
Describe clearly and factually what the educator(s) or families did during the observation. Include specific actions such as instructions given, questions asked, interactions with children, ways they supported or guided play or learning, or how they managed the environment. Focus on observable behaviours without interpreting their intentions or effectiveness.
Analysis of Learning - Children:
Based on what you observed, identify the learning or developmental skills the children demonstrated. Describe how their actions or behaviours show progress in specific areas such as physical, social, emotional, cognitive, or language development. Refer to specific examples from your observation that illustrate these skills or understandings.
Analysis of Staff:
Describe how the educator's or families' actions during the observation supported the children's learning and development. Identify specific strategies, interactions, or behaviours used by staff to promote learning, facilitate engagement, or manage the learning environment.
Analysis of Learning - Children:
Based on what you observed, identify the learning or developmental skills the children demonstrated. Describe how their actions or behaviours show progress in specific areas such as physical, social, emotional, cognitive, or language development. Refer to specific examples from your observation that illustrate these skills or understandings. Get dependable, budget-friendly assignment help-starting today!
Analysis of Staff:
Describe how the educator's or families' actions during the observation supported the children's learning and development. Identify specific strategies, interactions, or behaviours used by staff to promote learning, facilitate engagement, or manage the learning environment.
EYLF Outcomes, Principles & Practices
*Limit to 2 outcomes (best if you can link to specific sub-outcomes)
Link these analysis to relevant Early Years Learning Framework (EYLF) outcomes by stating the outcome number and explaining how the children's behaviours or skills demonstrate that outcome. For example, EYLF Outcome 1: Children have a strong sense of identity, is shown when many children were observed to engage confidently in group play
Links to EYLF Outcomes, Principles & Practices
Connect these educator actions to the EYLF principles or practices, explaining how the staff's role contributes to achieving learning outcomes. For example, an educator scaffolding a child's language development aligns with EYLF Practice: Holistic approaches.
Critical Reflection-
What worked:
What knowledge did this build for you?
What would you do differently?
Appendix
Contextual analysis of the selected early childhood service
About the Service
Describe the service including its name, ownership type (e.g., private, council-run), days and hours of operation, the number of rooms, age groups, educational philosophy, and any key policies that guide practice.
How does the centres structure and philosophy influence your role and the way you will engage with children and families?
Learning Environment
(Indoor and Outdoor) Describe the physical layout and social atmosphere of the centre, including both indoor and outdoor areas. You can include a sketch of the centre and room. Explain how rooms and outdoor spaces are designed and arranged, and describe the types of play and learning areas available. Discuss how staff, children, and families interact and communicate within the environment.
How does the physical and social environment support children's learning, safety, inclusion, and sense of belonging, and how will this influence your planning and interactions?
Staffing Outline the number of educators working in your room and the centre as a whole, their qualifications, and the roles they perform. Describe how shifts are arranged and how responsibilities are shared throughout the day. Include details about how communication and teamwork are maintained among staff.
How does the staffing structure and team communication shape your role and responsibilities as a student educator?
Resources Describe the learning materials and tools available to children, such as toys, books, technology, and culturally relevant or natural materials. Explain how resources are stored and accessed and how they are used within the program to support learning.
How do the available resources support children's interests, learning, and cultural identity, and how will you use them in your practice?
Children attending the service Provide an overview of the children in your room or centre, including their age ranges and any individual needs such as medical, dietary, or developmental considerations. Describe children's cultural background, languages, and routines (pick-up, drop-off time, etc.)
How will your understanding of the children's individual needs and cultural background guide your planning and interactions?
Families who use the service Describe the socio-economic and demographics of families attending the service. Explain how families are welcomed, communicated with, and involved in the centre. Include information about languages spoken and any significant cultural events celebrated at the centre.
How can you build respectful and effective partnerships with families and reflect their diversity in your practice?
Surrounding community Describe the local area around the centre, including nearby services such as schools, parks, public transport, and other relevant amenities. Discuss how the service connects with the broader community through excursions, events, or visits.
How can local community features and services be included in your planning to support children's learning?